THESIS FINALE

The Level of Satisfaction of the ABE Students towards to Facilities of ABE International College of Business Las Piñas

In partial fulfillment of the subject
Communication Skills 2
Bachelor of Science in Information
Technology

Submitted by:
Delfin, John Colline DC.
Alabat, Master Alcris A.
Mendoza, Marc Allen
Repia, Rudd Harvey
Viloria, Mark Joseph D.
Rubia, Wowie A.
Joamil, Maluto

Submitted to:
Ms. Erika Bea Rebong
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Acknowledgment This research will not be successful without the help and support of the faculties, friends and our families. First we would like to thank our Almighty God for guiding us in every step we make and for he gave us strength to fulfill this thesis. Ms. Erika Bea Rebong for giving us a chance to still do our thesis even if we’re too late and have some issues on the survey results and we would also thank her for guiding us for our survey form and for giving us advices. Mr. Amaranto for giving us a lesson and that it would not be completed if we make some mistake in the computation of the survey forms and its results. We would also like to thank Rubia and Delfin family for lending us laptops and other peripherals, and for providing us food and giving us enough time to finish this thesis, Alabat family for the location, Viloria, Mendoza, Repia and Maluto family for understanding our need to accomplish this thesis. And lastly we would like to thank all the students of ABE International Business College for kindly answering our survey forms.

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Table of Contents
Title page…………………………………………………………………………… i
Acknowledgment………………………………………………………………….. ii
Table of contents………………………………………………………………….. iii-v
Chapter I: The Problem and Its Setting
Introduction…………………………………………………………………………. .1
Statement of the Problem……………………………………………………………2
Objective of the Study…………………………………………………….………….3
Significance of the Study………………………………………….…………….…..4
Scope and Limitation………………………………………………….….….……….4
Definition of terms………………………………………………………….…………5
Conceptual Framework……………………………………………...……….……….6

Chapter II: Review of Related Literature
Foreign Review of Related Literature…………………………………………….7-10
Local Awareness Related in Literature………………………………………….11-14

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Chapter III: The research of Methodology
Research Locale……………………………………………………………………..115
Mission………………………………………………………………………………...15
Vision………………………………………..…………………………………………15
Research Design…………………………………………………………………….16
Data Gathering Tools………………………………………………….…….………16
Data Gathering Procedure………………………………….……………………....16
Statistical Treatment of Data………………………………….…………………….17
Chapter IV: Presentation, Analysis and Interpretation of Data
Interpretation of Data
Information related to respondent…………………………..………….…………18
Classroom…………………………………………..……………………………….19
Library……….……………………………………..…………………………………20
Comfort rooms……….……………………………………..…………..……………21
Computer Laboratory……….……………………………………..…………….…22-23
Administration office……….……………………………………..…………..……23-24 IV

Chapter V: Summary, Conclusion and Recommendation
Summary………………………………………………………………..…………....25
Conclusion……………………………………………………………..……….…...25
Recommendations……………………………………………………..…….……..26
References-APA citation……………………………………………..……………27
Appendix………………………………………………………….………..………..28-32
Rubia, Wowie A……………………………………………………………………34
Delfin, John Colline DC…………………………………………………………..35
Alabat, Master Alcris S. ………………………………………….……………….36
Viloria, Mark Joseph……….……………………………………..…….…………37
Mendoza, Marc Allen……….……………………………………..…..…………..38
Repia, Rudd Harvey ……….……………………………………..…..…………..39
Joamil, Maluto ……….……………..……………………………..…..…………...40

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Chapter I
THE PROBLEM AND ITS SETTING
Introduction
ABE International Business College is located at Alabang Zapote Road. The school has one building consist of 5 floors; first floor has 2 Computer Laboratories and Accounting, Registrar and Administration Office on the 2nd floor; 2 classrooms, Faculty room, NSTP room and the Office of the Dean. 3rd floor has 2 classrooms, 1 Library and one comfort room. On the 4th floor there you will find the Chem. Laboratory, 2 classrooms, 1 comfort room and a Kitchen room. On the 5th floor is the mock hotel
The first thing you will notice first came into a school is the facilities. The facilities are very important even in some places, because it will be reflected to the school if it is not in a good condition. ABE International Business College facilities consist of the Library, Administrators Office, Teachers Faculty and etc. Here on our research we conducted some questions about the facilities of the ABE International Business College. And examine on how the respondents react on some of our questions about the facilities of ABE to access a school facility of course you must need the cooperation of the students.
This research is to evaluate and estimate the gathered information and organized and analyzes the taken survey that we distribute to the student of ABE students.
Assessment is to evaluate and to estimate the gathered information this is where we organized and analyze the taken survey and also the information given by the students. Right now, the assessments of the facilities are important.

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Statement of the Problem
1. What are the levels of satisfaction of the Abe students respondents in terms of the following: School Facilities
1.1 Classroom
2.1 Library
3.1 Comfort rooms
4.1 Computer Laboratory
5.1 Administration Office

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Objectives of the Study
The survey is conducted in order to know and determine the satisfaction level of the ABE students towards the facilities of ABE Las Piñas.

1. In terms of the following:
School Facilities
1.1 Classroom
2.1 Library
3.1 Comfort rooms
4.1 Computer Laboratory
5.1 Administration Office

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Significance of the Study
The ABE International Business College is one of the developing colleges in the Philippines. The survey is conducted in order to know and determine the satisfaction level of the ABE students towards the facilities of ABE Las Piñas. This study is also for the benefit of the school ABE Las Piñas and in order for them to improve the facility status of the school.
For the teachers for they are also using the school facilities and especially for the students of ABE Las Piñas for they are the main beneficiaries of this thesis because they are the one who always uses the school facilities, and last for the benefit of the future students of ABE Las Piñas.

Scope and Limitation of the Study
The study is designed for the students of ABE Las Piñas to know the level of satisfactions of the ABE students towards ABE Las Piñas. The scope of the study depends on the Level of Satisfaction of respondents towards to the facilities of ABE Las Piñas. We have given 50 questionnaires and distributed it into 5 courses.

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Definition of Terms
ABE- AMA Business Education
Accurate - capable or successful in reaching the intended target.
Calculation - is a deliberate process that transforms one or more inputs into one or more results, with variable change.
Convenient - situated so as to allow easy access to.
Expansion - a thing formed by the enlargement, broadening, or development of something.
Facilities - space or equipment necessary for doing something.
Improvement - a thing that makes something better or is better than something else.
OSF - Office of School Facilities
Population - is a summation of all the organisms of the same group or species
Respondents - a person who replies to something, especially one supplying information for a survey or questionnaire or responding to an advertisement.
Satisfaction- is the fulfillment of one 's wishes, expectations, or needs

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Conceptual Framework On this part of our research consist of the input, process, and output of the research. The input consist the main question of the thesis and the questions in the survey form, this is where we based our research. After knowing the factors we proceeded. The process will explain the materials and method we used to conduct the survey. Next is the output, this is the results of the conducted part of the thesis.

Input

The facilities of the ABE International Business College Las Piñas Campus -Classrooms -Comfort rooms -Administrators Office -Library -Computer Laboratory

Process

Assessing the Survey Interview

Output

Propose Improvement of school facilities of
ABE International Business College Las Piñas Campus

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Chapter II: REVIEW OF RELATED LITERATURE & STUDIES
Foreign Review of Related Literature
The mission of the Office of School Facilities (OSF) is to effectively and efficiently ensure a healthy, safe, and appropriate school learning environment for every student when new schools are constructed or existing schools are renovated. OSF serves as the building official for public schools facilities in South Carolina. The office is also responsible for the administration of certain building fund programs and provides facility-related technical and educational assistance to a broad group of customers, including school architects, engineers, contractors, and subcontractors.
Since World War 2, great efforts have been made to expand facilities for public elementary and lower secondary schools, in response to the rehabilitation of war damage and to the extension of the compulsory education term from six to nine years. the floor space per pupil in public elementary and lower and upper secondary school buildings except for gymnasiums and dormitories, gradually increased until around 1953.
For a while after 1953, the increase in floor space per pupil in elementary and lower and upper secondary school buildings was halted because of the so-called post-war "baby boom." However, the floor space per pupil again began to increase after 1958 in primary schools and after 1962 in lower secondary schools. As of 1963, the floor space per pupil in elementary schools was 4.43 square meters, while that in lower secondary schools was 4.00 square meters and in upper secondary schools 5.03 square meters.
In 1964, the standard for school buildings of compulsory schools was revised to require that the floor space be calculated on the basis of the number of classes of the school, instead of by the previous method of calculation based on the number of pupils, and that the calculation standards for special classrooms be improved. On the basis of the revised standards, a new five-year plan was launched in 1964. Replacing tale previous

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plan the new plan is intended for their pair and reconstruction of dangerous and obsolete school buildings and for the ample provision of school buildings in accordance with school consolidation, with special emphasis on the improvement and extension of special classrooms and gymnasiums in elementary and lower secondary school and the establishment of special schools and kindergartens. The establishment of facilities for higher education lags behind the measures taken for primary and secondary education. While a five-year construction plan for higher institutions which was initiated in 1961 is now under way, the floor space is still very small, even if calculated according to the current standard which corresponds to 70 per cent of the pre-war standard. In the future, it is urgent that steps be taken for raising the standard, for meeting the rapid increase in applicants to universities and colleges foreseen in and after 1966, for promoting the construction of reinforced concrete buildings to replace wooden ones, and for providing the facilities for student welfare.
The shortage of school buildings and other facilities in private schools is more keenly felt, and their facilities are much inferior to those of national and public schools. As of the 1963 school year, for example, the floor space per student in private university buildings was only 4.36 square meters as compared with 19.54 square meters for a national university and 15.68 square meters for a public prefectural or municipal university. The Association for the Promotion of Private Schools, which has been established as a special juridical body in accordance with the Law on the Association for the Promotion of Private schools is operated through national grant of 12.1 billion yen in the 1964 national budget, in addition to a loan of about 10 billion yen from the National Financial Investment Fund. It makes loans mainly for the establishment and expansion of facilities and equipment of private schools. In addition to the steps taken for the establishment of private school buildings and other facilities under the ten-year plan started in 1960, efforts have so far been made for the expansion of school facilities in 8 order to cope with the increasing enrollment in science and technology courses of universities and the sharp increase of entrants to upper secondary schools. Despite these measures, it is felt that there is great need for additional funds for the expansion of university facilities to meet the immense increase foreseen in the number of university applicants, as well as for the expansion of facilities of kindergartens and other miscellaneous schools. The following brief account indicates the problems respecting some of the major countries. While the order of priorities may differ from country to country, it appears that practically all countries have faced the same problems of meeting the needs of expanding population, major increase in demand for secondary and higher education, and replacement of obsolete buildings and equipment. In the United States of America, 25 per cent of the total number of classrooms in public elementary and secondary schools were replaced or newly constructed during the five years between 1957 and 1961. As of the 1962 school year, however, it is reported that, among the elementary and secondary schools throughout the country, there were still 12 per cent of the school buildings which had been built forty years before and 10 per cent of the total school buildings were of inflammable construction. To meet this situation, improvement measures have been promoted. There was a further need for about 120, 000 additional classrooms all over the country, of which about 60,000 classrooms were planned to be built in the course of the 1962 school year. In the United Kingdom, great efforts have been made to establish and expand school facilities for special education as well as for primary and secondary education. One of the most urgent tasks of the country in higher education is to provide necessary facilities in accordance with increasing entrants to science and technology courses of universities and colleges. The Federal Republic of Germany, where teaching in two shifts has not yet been completely liquidated, has still a great shortage of school facilities. In this country, priority has been given to the replacement of worn-out school buildings, the establishment of new schools in accordance with the extension of the length of compulsory schooling and the expansion 9 of laboratories, practice rooms and physical education facilities. About 10, 000 classrooms for elementary and secondary schools are built annually. However, there is reportedly still a need to establish another 100,000 new ordinary classrooms, 100,000 special classrooms, and 26,000 gymnasiums for elementary and secondary schools between 1962 and 1967.
In France, the expansion of school facilities is needed in accordance with the establishment of the "observation stage" in secondary schools, for which 14,000 classrooms in 1961 and 10,000 classrooms in 1962 were respectively constructed for elementary and secondary schools. The necessary provision of facilities for higher education has been promoted since 1953 on the basis of the over-all plan for school facility investment worked out by the Committee on Facilities for School Education; and, in 1962, the first year of the Fourth Plan for Socio-economic Development, 2,650 million francs (equivalent to about 1% of the national income) were invested in educational facilities. In addition, efforts have been made for tale establishment and expansion of refectories for students, special classrooms, dormitories of secondary schools, etc.
In the U.S.S.R., a program for construction of school facilities was launched in 1959 in accordance with the extension of the length of compulsory education. Large-scale construction of general education school and kindergartens has been promoted, with the use of standardized designs and prefabricated buildings. In 1962, 2,800 schools for 1,290,000 school children, in addition to kindergartens for 1,310,000 children, were newly constructed.

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Local Awareness Related in Literature
Chapter II
Review of Related Literature

A number of studies have shown that many school systems, particularly those in urban and high-poverty areas, are plagued by decaying buildings that threaten the health safety, and learning opportunities of students. Good facilities appear to be an important precondition for students learning, provided that other conditions are present that support a strong academic program in the school. A growing body of research has linked student’s achievement and behavior to the physical building conditions and overcrowding. In aspect of physical conditions decaying environmental conditions such as peeling paint, crumbling plaster, nonfunctioning toilets, poor lighting, inadequate ventilation, and inoperative heating and cooling system can affect the learning as well as the health and the morale of staff and students. A study of District of Columbia school system found, after controlling for other variables such as student’s socioeconomic status, that student’s standardized achievement scores wares lower in McGuffey (1982) concluded that heating and air conditioning systems appeared to be very important, along with special Instructional facilities (i.e., science laboratories or equipment) and color and interior painting, in contributing to students achievement. Proper building maintenance was also found to be related to better attitudes and fewer disciplinary problems in one cited study.

11 Research indicates that the quality of air inside public school facilities may significantly affect students ‘ability to concentrate. The evidence suggests that youth, especially those under ten years of age, are more vulnerable than adults to the types of contaminants (asbestos, radon, and formaldehyde) found in some school facilities (Andrews and Neuroth, (1998). Lowe (1988) interviewed State Teachers of the Year to determine which aspects of the physical environment affected their teaching the most, and this teacher pointed to the availability and quality of classroom equipment and furnishing, as well as ambient features such as climate control and acoustics as the most environmental factors. In particular, the teachers emphasized that the ability to control classroom temperature is crucial to the effective performance of both students and teacher. A study working conditions in urban schools concluded that “physical conditions have direct positive and negative effects on teacher morale, sense of personal safety, feelings of effectiveness in the classroom, and on the general learning environment.” In dilapidated buildings in another district cared about what went punctuated more by despair and frustration, with teachers reporting that leaking roofs, burned out lights, and broken toilets were the typical backdrop for teaching and learning.” (Corcoran et al., 1988) Corcoran et al.(1988) also found that “where the problems with working conditions are serious enough to impinge on the work of teachers, they result in higher absenteeism, reduced levels of effort, lower effectiveness in the classroom, low morale, and reduced job satisfaction, Where working conditions are good , they result in enthusiasm, high morale, cooperation, and acceptance of responsibility.”

12 A Carnegic Foundation (1988) report on urban schools concludes that `` the tacit message of the physical indignities in many urban schools is not lost on students. It be speaks neglect, and students’ conduct seems simply an extensions of the physical environment that surrounds them.” Similarly, Poplin and Weeres (1992) reported that, based on an intensive study of teachers, administrators, and students in four schools, “the depressed physical environment of many schools …is believed to reflect society’ lack of priority for these children and their education.” Overcrowded schools are a serious problem in many school systems, particularly in the inner cities, where space for new construction is at a premium and funding for such construction is limited. As a result, students find themselves trying to learn while jammed into spaces never intended as classrooms, such as libraries, gymnasiums, laboratories, lunchrooms, and even closets. Although research on the relationship between overcrowding and students learning has been limited, there is some evidence, particularly in high- poverty schools, that overcrowding can have an adverse impact on learning. A study of overcrowd schools in New York City found that students in such schools scored significantly lower on both mathematics and reading exams than did similar students in underutilized schools. In addition, when asked, students and teachers in overcrowded schools agreed that overcrowding negatively for the classrooms, proper ventilation, the example of this is the fully air-conditioned room for the students, enough chairs and classroom in order for them to stay focused on their lesson and they can participate well in all their activities. For the Rest rooms, more space so the students can take their personal necessities properly. For the Faculty, more space and equipment’s like table, chairs, cabinets for their files and papers. For the Science Laboratory, More equipment’s and updated tools and chemicals.

13 And also for our computer laboratory, more computer units for the students so they can study well and do their activities accurately, For the Administrator’s Office, more equipment for the administrators. Canteen, the proposed innovations for the canteen in the school is to have more fresh goods and affordable foods for the students. For the Library, they must update the books so the student will be informed and updated on what is happening in some particular topics.

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Chapter III: THE REASEARCH METHODOLOGY
Research Locale
The research is conducted at ABE International Business College Alabang Zapote Rd. Las Piñas

Mission
Provide a holistic, relevant, quality and globally-recognized IT-based education in all levels and disciplines. With this mission, it aims to produce professionals and leaders that will be responsive to the needs of science and the international community cognizant of the welfare and benefits of its men and women thereby realizing their potentials as productive members of society for the honor and glory of God Almighty.

Vision
To be the leader and dominant provider of relevant and globally recognized information technology based education and related services in the global market.

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Research Design
The research was conducted for us to collect and compute the data and come up with a conclusion concerning the data that we’ll collect.
We use descriptive method. This method is used to describe characteristics of a population that being studied. The goal is to know the accurate and systematic data that we will use.

Data Gathering Tools
We have given 50 questionnaires and randomly distributed in 5 courses first is BSIT The questionnaire contains demographic information about the students. We also distribute questions about the status of the school facilities its Classrooms, Library, Comfort rooms, Computer Laboratory and Administration Office.
Data Gathering Procedure
We went into different classrooms 2nd and 3rd floor of ABE Las Piñas. To gather the data needed we use the questionnaires or survey forms and distributed, BSIT with 22 male and 3 female respondents second is BSA with 5 male and 4 female respondents third is BSBA with 3 male and 4 female respondents fourth is Tourism with 3 female and 2 male last and fifth is HRM with 1 male and 3 female.

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Statistical Treatment of Data
Simple Random Sampling
Simple random sampling refers to a sampling method that has the following properties.

The population consists of N objects.
The sample consists of n objects.
All possible samples of n objects are equally likely to occur

n
F= (100%) N

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Chapter IV: Presentation. Analysis and Interpretation of Data
Interpretation of Data
1. Information related to respondent
1.1 According to gender

It shows that there are 50 respondents from ABE Las Piñas, 17 (34%) female respondent and 33 (66%) are male. Almost half of the respondents are male.

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2. Satisfaction Level of the ABE students
2.1 Classroom

It shows in the 1st chart above that 68% (satisfied 38%, highly satisfied 30%) of the ABE students are satisfied with the rooms being well ventilated.

While on the 2nd chart 62% (satisfied 29%, highly satisfied 33%) of the students are also satisfied that the chairs are enough for the students. 19

2.2 Library

It shows in the 1st chart above that 28% (22% satisfied, 6% highly satisfied) are satisfied and 39% of the respondents is neutral. The respondents are satisfied that the books are updated.

While on the 2nd chart shows that 30% (24% satisfied, 6% highly satisfied) of the respondents are satisfied and believed that the books are well kept. 20

2.3 Comfort rooms

It shows in the 1st chart above that 55% (satisfied 47%, highly satisfied 8%) of the respondents are satisfied that the comfort room is convenient.

While on the 2nd chart it shows that 49% (39% satisfied, highly satisfied 10%) half of the respondents are satisfied that ABE Las Piñas comfort rooms are clean.

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2.4 Computer Laboratory

It shows in the 1st chart above that 54% (43% satisfied, 11% highly satisfied) are satisfied and believe that the materials of the school are complete.

While on the 2nd chart it shows that 56% (44% satisfied, highly satisfied 12%) are satisfied about the computers of ABE Las Piñas are functioning.

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On the 3nd chart it shows that 57% (43% satisfied, highly satisfied 14%) of the respondents are satisfied that the computers in ABE are enough for the students.
2.5 Administrators Office

It shows in the 1st chart above that almost all of the respondents are satisfied that the office is being well facilitated with 74% (41% satisfied, 33% highly satisfied).

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On the last chart above it shows that 70% (37% satisfied, highly satisfied 33%) of the respondents are satisfied about the office of ABE Las Piñas are well being organized.

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Chapter V: Summary, Conclusion and Recommendation Summary The majority of the respondents are male with (33) 66% while the female respondents have (17) 34 %. The majority of the respondents are satisfied on all the questions in the survey form with 322 marks. Male respondents are more satisfied than female respondents with 199 marks.

Conclusion After a thorough analysis of the data, we come up with the conclusion that the respondents from ABE Las Piñas have a high level of satisfactions towards the facilities of ABE International Business College regarding its facilities. The research shows that ABE Las Piñas has good feedback about their facilities.

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Recommendations We recommend that ABE International Business College Las Piñas should keep the good feedback from their students about their school facilities and make something that will make the staffs especially the students more comfortable. We recommend that they put more facilities up in the fourth floor for the organizations of the students like A.I. (ABE Interactive) or build another room for special orientations or meetings.
We would also like to recommend that they make the other facilities more accessible.
And they should have more utilities like projectors, whiteboards etc. something that the student and professors can use in most of their work. During orientation, they still have to focus on introducing ABE as highly credited school with high quality education, that provides scholar, academic and athletic benefits and other offers that will gain the students interests. But more importantly they should also focus on their facilities for it will affect their status.
And for the library we recommend that they propose an activity that lets the student use the library.

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References-APA citation http://www.mext.go.jp/b_menu/hakusho/html/hpae196501/hpae196501_2_062.html http://ed.sc.gov/agency/os/school-facilities/

Material Type In-Text Reference List
Web Document: (State Department of State Department of Education
Government Department Education [SDE], 2014) (2014). The Mission of the School as Author Facilities. Retrieve from http://ed.sc.gov/agency/os/ school-facilities

Web Document: (“Provision of School Provision of school facilities (2012).
No Author Facilities,”2012) Retrieve from http://www.mext.go.jp

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Appendix

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29

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31

32

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Rubia, Wowie A.
Address: Blk 21 Lot 11 Talon 5 Villa Pangarap, Moonwalk Village, Las Piñas City
Contact: [phone]
Email: [e-mail]
Education Background
PRIMARY
Moonwalk Elementary School S.Y. 2002-2007
SECONDARY
Golden Acres National High School S.Y. 2007-2008
Las Pinas East National High School Equitable B. S.Y. 2008-2012
Personal Information
Age: 18
Gender: Male
Birthday: February 11, 1996
Birth Place: Las Piñas
Citizenship: Filipino
Religion: Catholic

________________ Signature

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Delfin, John Colline DC.
Address: #78 Earlybird St. Talon 5 Moonwalk Village, Las Piñas City
Contact: [phone]
Email: [e-mail]
Educational Background
Primary
Roxy Lefforge Foundation Colleges S.Y. 2003-2009
Secondary
Roxy Lefforge Foundation Colleges La Paz National High School S.Y. 2009-2010 S.Y. 2011-2012 Las Piñas National High School Eastern Cabu National High School S.Y. 2010-2011 S.Y. 2012-2013
Personal Information
Age: 18
Gender: Male
Birthday: October 09, 1996
Birthplace: San Juan Manila
Citizenship: Filipino
Religion: Catholic
_______________
Signature

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Alabat, Master Alcris S.
Address: #1094 Atis St. CAA Comp, Las Piñas City
Contact: [phone]
Email: [e-mail]
Educational Background
Primary
CAA Elementary School S.Y. 2003-2009
Secondary
CAA National High School Main S.Y. 2010-2014
Personal Information
Age: 17
Gender: Male
Birthday: October 01, 1997
Birthplace: Phuket, Thailand
Citizenship: Filipino
Religion: Catholic

_______________ Signature

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Viloria, Mark Joseph D.
Address: Pamplona 3 Manuela 4 B Duhat ST. Las Piñas City
Contact: [phone]
Email: [e-mail]
Educational Background
Primary
Tarlac West Elementary School S.Y. 2002-2008
Secondary
Tagumbao High School S.Y. 2008-2013
Personal Information
Age: 18
Gender: Male
Birthday: September 01, 1996
Birthplace: Gerona, Tarlac
Citizenship: Filipino
Religion: Catholic

_______________ Signature

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Mendoza, Marc Allen M.
Address: 04 Mirasol street CAA Las Piñas City
Contact: [phone]
Email: [e-mail]
Educational Background
Primary
CAA Elementary School Main Patola St., Las Piñas City S.Y. 2002-2008
Secondary
CAA National High School-Annex S.Y. 2008-2013
Personal Information
Age: 19
Gender: Male
Birthday: September 12, 1995
Birthplace: Las Piñas City
Citizenship: Filipino
Religion: Catholic

_______________ Signature

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Repia, Rudd Harvey Address: #02 Mirasol Street CAA Las Piñas City
Contact: +09176474719
Email: harvey_repia @yahoo.com
Educational Background
Primary
CAA Elementary School Main S.Y. 2002-2008
Secondary

Immaculate Mary Monstessori School S.Y. 2008-2013
Personal Information
Age: 18
Gender: Male
Birthday: May 13, 1996
Birthplace: Las Piñas City
Citizenship: Filipino
Religion: Catholic

_______________ Signature

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Joamil, Maluto Address: c/o OLPMC Campus Pilar Village Road, Las Piñas City
Contact: + 09264998855
Email: [e-mail]
Educational Background
Primary
Our Lady of Pilar Montessori Center S.Y. 2002-2008
Secondary
Our Lady of Pilar Montessori Center S.Y. 2008-2013
Personal Information
Age: 18
Gender: Male
Birthday: May 13, 1996
Birthplace: Muntinlupa medical center
Citizenship: Filipino
Religion: Born Again

_______________ Signature

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References: Web Document: (State Department of State Department of Education Government Department Education [SDE], 2014) (2014) school-facilities Web Document: (“Provision of School Provision of school facilities (2012). No Author Facilities,”2012) Retrieve from http://www.mext.go.jp